year 12 applied business as - slp5.somerset.org.uk · curriculum booklet autumn 2014 . applied...

Wadham School

Sixth Form

Curriculum Booklet

AUTUMN 2014

APPLIED BUSINESS AUTUMN 2014 – YEAR 12

Unit 1 – Investigating Business This is a coursework (portfolio) unit and requires the students to investigate a local business.

They will focus on the following aspects.

Aims and objectives of business

External factors – competition, economic, social and legislation

Marketing

Teamwork

Enterprise skills

Students will as a result of their investigation analyse and evaluate where the business is meeting

its aims and objectives.

Unit 3 – Finance

They will also prepare for the externally assessed unit. They will study:

Legal forms of business ownership

Sources of finance

Resource management

Business plans

Costs and revenues

Profits and breakdown

Cash flow forecasts and monitoring

Budgets

Homework

Homework will be set in line with coursework requirements and on various topics in the Finance

element on a weekly basis.

How you can help

Parents can help by reviewing student‟s coursework and sharing their personal business

knowledge and experience with students.

APPLIED BUSINESS AUTUMN 2014 – YEAR 13

Unit 10 Promotional Activities will be studied. Students will develop a promotional campaign for an

existing business or an idea of their own. They will look at business strategy, budgets,

promotional activities, customer attitudes and promotional mix.

Unit 12 – Managing People

Students will also prepare for the externally assessed unit. They will study:

Management roles, responsibilities and skills

Organisational structure

Leadership

Power and authority

Motivation

Models and motivation in practice

Taking decisions

Homework

Homework will be set in line with coursework requirements in order to make good progress and so

ensure the end of term deadline is met.

How you can help

Parents can help by reviewing student‟s coursework and sharing their personal business

knowledge and experience with students

ENGLISH LANGUAGE

AUTUMN 2014 – YEAR 12

Examination Board: AQA

Specification: B

Introduction to the Course

Categorising Texts

Language and Power

Language and Gender

Language and Technology

Coursework

Homework

Typical preparatory work for lessons would include:

making transcripts

practising examination skills, like data analysis

investigating etymology and other sources

How you can help

This will be a new and exciting challenge for your son or daughter. The demands of the course are

considerable in comparison with their experience at GCSE Level. Some introductory strategies

which you may consider to be useful as you support your child are as follows:

Ensure that topical material is made available, particularly in the form of newspaper and

magazine articles

Ensure that radio and television programmes cover a range of genre (ie. more than one type of

viewing)

Attempt to talk to your son or daughter about language usage in a variety of situations

Ensure that a notebook, scrapbook or portfolio of interesting language forms is being kept

ENGLISH LANGUAGE AUTUMN 2014 – YEAR 13


Specification: B

Research Coursework

Language Change

Language Acquisition

Homework

A sharper focus on preparing for January modules is reflected in the tasks given to students,

especially:

Revising for any re-sit of ENGB 1

There is an emphasis on guided independent work.

How you can help

Having experienced a year of the course and obtained an AS Level, students should continue to

adopt good study habits, building on their successes. At this level, even more independence is

hoped for and parents may offer support by:

Enabling students to tape (and study) conversations for transcripts, both original and

previously recorded ones

Test students on their knowledge of the linguistic frameworks

Ensure that revision is periodically undertaken

Check feedback from teachers and liaise with the school, if required

ENGLISH LITERATURE AUTUMN 2014 – YEAR 12

Examination Board: EDEXCEL

Specification: 8ET01

Explorations in Prose and Poetry (“Jane Eyre” and various poems)

Explorations in Drama (Shakespeare and other dramatists)

Homework


Critical research into the nature of Shakespearean comedy and romance

Reading of a wide range of plays, 1300-1800

An investigation into Shakespeare‟s sources

How you can help

A commitment to reading is the cornerstone of this course. Your son or daughter will have

embarked on AS study because some enjoyment has been gained in the past through reading.

Accordingly, we ask parents to support students by:

Ensuring that the set texts are read for the required length of time at home

Access to a range of classic and background reading is available, either through book shelves at

home or the LRC

Checking files of notes and annotations in texts – this is likely to be done through conversing

with your son or daughter about their reading and essay work

encouraging the use of study guides (which student may wish to purchase)

ENGLISH LITERATURE


Examination Board: Edexcel

Specification: 9ET01

Captain Corelli‟s Mandolin, Metaphysical Poets & Tess of the d‟urbervilles for example

Unseen Prose and Poetry

Coursework based on Reflections of Literary Studies

In order to

Adopt a critical analytical approach to unseen extracts and study texts, to exemplify the ways

in which structure, form and language shape meaning

Show an appreciation of the contexts in which texts are written

Show an awareness of the interpretations of other readers over time

And

To produce extended writing reflecting study and creative response

Homework

Greater independence for synoptic modules is encouraged. Students will undertake a guided study

of:

contextual background of all works

stylistic analysis

critical reading from published critics

how to sharpen essay-writing skills

How you can help

Your son or daughter will have gained a range of skills that will have enabled them to achieve an

AS Level in this subject. We hope that A2 study will build on already established, good study

habits. At heart, we want to foster independence and confidence, but you may be able to help by:

reading set texts yourself and discussing salient issues at home

ensuring that revision is periodically undertaken

checking feedback from teachers and liaising with the school, if required

encouraging conversation with English specialists at school re: choice of course and

establishment, if your child is thinking of reading English at university

FINE ART AUTUMN 2014 – YEAR 12

The course commences with „Bridging the Gap‟: an introductory unit focusing on the creative use

of sketchbooks, using a variety of media, processes and techniques.

The first mini-unit of coursework is entitled „A Journey‟, interpretations being as diverse as

students‟ interests and ideas. The body of work should consist of a sketchbook and journal entries

as well as larger scale developments on paper, leading to a final piece or pieces. This is a fairly

short, intense project designed to instil a real sense of engagement and personal interpretation of

a theme.

The extended project is entitled „Objectivity‟ and provides opportunities for 2D and/or 3D work

according to students‟ skills, ideas and preferences. Found objects can lead to a still life painting,

an assemblage (sculpture or collage)…the list goes on!

Students are also introduced to drawing the human form in a series of taught lessons across the

first term. These should complement the unit of coursework showing the students breadth of

skills, processes and techniques.

The deadline for the completion and submission of a selection from this portfolio of work (worth

50% of the AS) is the 31st

January. The only stipulation is that it must be at least one project; other

pieces may be submitted as stand alone works, eg. A drawing done for homework.

The externally-set assignment (the remaining 50%) commences on the 1st

February and enables

students to explore one theme from given starting points. There is a supervised session of 5 hours

length in which students are required to undertake developmental work; this may culminate in a

final piece following this, if a student so wishes (advisable to ensure the assessment objectives are

fully met).

How you can help

Ensure they have a quiet place to study

Help them plan their time to meet deadlines (both interim and final)

Encourage gallery visits to inspire and inform their own ideas

Websites to use:

www.artcyclopedia.com

www.tate.org.uk

www.artchive.com

Encourage the use of official sites rather than „wikipedia‟ ensuring that any information is

referenced

http://www.artcyclopedia.com/

http://www.tate.org.uk/

http://www.artchive.com/

FINE ART AUTUMN 2014 – YEAR 13

Students are self-led in terms of selecting themes for their coursework (each unit worth 20% of the

current A2 examination)

There is a practical unit 4 and the option of a further practical unit supported by a 1000 word

essay, or an extended written assignment of 3000 words.

The course culminates in a Controlled Test, which requires students to select from a range of

starting points, to develop a substantial body of work. This is worth 40% of the A2 year (20%

overall)

How you can help




Websites to use:


www.tate.org.uk

www.artchive.com


referenced




FRENCH AS


Youth Culture: Personal Details

Youth Culture: Technology

Youth Culture and Fashion/Sport

Lifestyle: Health Issues

Youth Culture: The Future

Youth Culture: Relationships

Youth Culture: Peer Pressure

Youth Culture: Family Relationships

Youth Culture: Drugs

Revising Articles

Using IT

Revising Tenses

Using Adjectives

Justifying views/Expressing Attitudes

Different Forms of Negation

Revising partitive article

Direct object pronouns and word order

Indirect Object Pronouns

Homework


Vocabulary and grammar learning/exercises

Reading “around” the topic i.e Authentic magazines

Listening practice

Paragraphs of writing/opinions on a topic

Text book exercises

IT IS VITAL THAT HOMEWORK AND EXTRA STUDY IS COMPLETED IN ORDER TO ACHIEVE A

GOOD GRADE IN THIS SUBJECT AT AS LEVEL

How you can help



which you may consider to be useful as you support your son/daughter are as follows:

Test your son/daughter regularly on grammar and vocabulary

Encourage your son/daughter to watch the news, in particular events in French-speaking

countries

Encourage your son/daughter to read and listen “around” the subject, not just the tasks

which have been set

German AS


Youth Culture: Personal Details

Youth Culture: Technology

Youth Culture and Fashion/Sport

Lifestyle: Health Issues

Youth Culture: The Future

Youth Culture: Relationships

Youth Culture: Peer Pressure

Youth Culture: Family Relationships

Youth Culture: Drugs

Revising Articles

Using IT

Revising Tenses

Using Adjectives

Justifying views/Expressing Attitudes

Different Forms of Negation

Revising partitive article

Direct object pronouns and word order

Indirect Object Pronouns

Homework


Vocabulary and grammar learning/exercises

Reading “around” the topic i.e Authentic magazines

Listening practice

Paragraphs of writing/opinions on a topic

Text book exercises

IT IS VITAL THAT HOMEWORK AND EXTRA STUDY IS COMPLETED IN ORDER TO ACHIEVE A

GOOD GRADE IN THIS SUBJECT AT AS LEVEL

How you can help



which you may consider to be useful as you support your son/daughter are as follows:

Test your son/daughter regularly on grammar and vocabulary

Encourage your son/daughter to watch the news, in particular events in French-speaking

countries

Encourage your son/daughter to read and listen “around” the subject, not just the tasks

which have been set

GEOGRAPHY AUTUMN 2014 - YEAR 12

Examination Board: Edexcel AS GCE in Geography

Specification: 8GE01

Unit 2. Geographical investigations – Unequal Spaces – Examined June 2015

Unit 2. Geographical investigations – Crowded Coasts – Examined June 2015

All students have two text books, a course outline and guidance and reading lists.

Homework

Writing up field study investigation

Presentation preparation

Past questions

Research and reading

Field Study

2 single days in early October. Fieldwork completed by end of 2014 and examined in June 2015

How you can help

Encourage awareness of current affairs from newspapers, TV documentaries and news

programmes

Encourage allocated study time at home

Have a „study space‟ at home where students can work quietly

Expect at least 8 hours a fortnight of geography work

GEOGRAPHY

AUTUMN 2014 - YEAR 13

Examination Board: Edexcel A2 GCE in Geography

Specification: 9GE01

Unit 4 – Detailed analysis and research on Leisure and Tourism

Examined June 2015

Unit 3 – Energy Security

Water Conflicts

Superpowers

Examined June 2015

Homework

Recording and research

Past questions

Writing a formal report

How you can help

Encourage awareness of current affairs from newspapers, TV documentaries and news

programmes



Expect at least 8 hours a fortnight of geography work

HEALTH & SOCIAL CARE AUTUMN 2014 - YEAR 12

BTEC Certificate Diploma in Health and Social Care

Unit 1 – Developing Effective Communication in Health and Social Care

3 assignments to be completed and evidence gathered.

Unit 2 – Equality, Diversity and Rights in Health and Social Care

2 assignments to be started in the Autumn Term and finished in the Spring Term.

Unit 4 – Development through the Life Stages

3 assignments to be started in the Autumn Term and finished in the Spring Term.

Homework

Research tasks

Assignment writing – deadlines to be met.


How you can help

Encourage awareness current affairs from newspapers, TV documentaries and news

programmes



Make a note of hand-in deadlines, to be found in student‟s handbook.

HEALTH & SOCIAL CARE AUTUMN 2014 - YEAR 13

BTEC Subsidiary Diploma in Health and Social Care

Unit 8 – Psychological Perspectives – 2 assignments to be completed

Unit 7 – Sociological Perspectives – 2 assignments to be completed Autumn and Spring term.

Unit 10 – Caring for Young People – 3 assignments to completed over whole school year.

Homework

Research tasks

Assignment writing – deadlines to be met.


How you can help

Encourage awareness current affairs from newspapers, TV documentaries and news

programmes



Make a note of hand-in deadlines to be found in student‟s handbook.

HISTORY AUTUMN 2014 – YEAR 12

(Students will have a detailed course booklet which identifies „must know‟ content, essential

skills and exam technique.)

Edexcel Advanced Subsidiary GCE in History – 8HI01

Unit 1

A World Divided: Communism and Democracy in the Twentieth Century

D3 Russia in Revolution

D4 Stalin‟s Russia

Unit Code 6HI01 – Written Exam 1hr 20min

Work set each week will consist of two tasks: a note taking or research task relating to the week’s

topic of study and a more formally assessed piece of work, consisting of one of the following:

An essay

Preparation of part of an essay

Student presentation

The first part of the course will examine:

o Russia from 1855 to the final years of Russian Tsardom.

o How and why the Russian monarchy came to an end.

o Why it was replaced by 1924 by a Communist dictatorship under Lenin.

Learning focus.

A foreign office report on Russia written at the time of Alexander III

Single paragraph answers on the following:

o Why did opposition to the Tsarist regime increase between 1881 and 1904

o How did the aims and agendas of the radical parties differ from one another?

o In what ways did the Russo-Japanese War precipitate revolution in 1905?

Producing an essay plan which considers change and causation in Russia:

o How far was Tsarist autocracy modified in the years 1906-14?

o How far was the First World War responsible for the downfall of the Romanovs in 1917?

Writing the introduction and conclusion to essays on Russia

o Why had the Bolshevik party grown so rapidly in 1917?

o Why were the Bolshevik coups in Moscow and Petrograd so successful?

Assessment - extended writing which reviews the final elements of the topic:

o How significant was Trotsky‟s contribution to the Bolsheviks victory in the Civil War?

o How far had the Bolsheviks created a „totalitarian state‟ by 1924?

In addition students will develop textbook/article based skills in note taking, annotation of

sources/written material, and independent study practice through out of class reading.

Unit 2 – Depth Study

Britain c1860-1930:

The Changing Position of Women and the Suffrage (vote) Question

Unit Code 6HI02 – Written Exam 1hr 20 min

Work set each week will consist of a research task relating to the week‟s topic of study and a more

formally assessed piece of work, consisting of one of the following:

An exam style exercise

Preparation of part of a exam style exercise – for peer marking and modelling

Student presentation

Learning focus based upon key homeworks

Too many women! – „Overview‟ analysis

Angel of the House – essay

Information Chart- Factors which explain why a women‟s movement emerged in the 1850s.

Information papers on J S Mill and Millicent Fawcett

Textbook based skills developing note taking task – The Case for Votes for Women

ICT exercise – The Origin of Women‟s Suffrage

NUWSS Timeline

The case against votes for women – speech

Own choice evidence analysis – student led presentation

„Pugh‟ reading test

Play – Let the Lady Speak

Mock exam paper.

How can you help?

Email the relevant subject teacher with your email, the teaching group as shown on the

student‟s timetable and the name of the student so copies of work can be sent home and

you can be notified of issues.

Ensure that students keep up to date with their work and do not miss deadlines.

There should be at least one piece of homework per week so could you please check they have

recorded and completed the task.

Every two weeks the student should read through their work to review their learning – this is an

opportunity for you to talk to them about what they have done.

Please encourage your son/daughter to read around the topic using textbook and web based

sources.

Help the student to purchase and additional texts they may find useful.

A memory stick is vital – under 1GB is adequate for moving work to and from school.

If invited please ensure your son / daughter comes to the SWOT session to complete work

in a supported environment. Other students are also welcome to these sessions.

As lower down the school it is important that students get an opportunity to explain to parents

what they have done in their history lessons and whether they recognise that they are making

progress. You need to contact the relevant history teacher if they feel they do not understand

the topic or work, OR if they feel that they are not making progress.

HISTORY AUTUMN 2014 – YEAR 13

Edexcel Advanced GCE in History – 9HI01

Unit 3

C2 The United States, 1917-54: Boom, Bust and Recovery.

This option concentrates on how and why conflicts and crises emerged and were resolved in the

United States in the 20th century:

the impact of economic growth,

the boom years,

the slump after the Great Depression

how America recovered after WW2.

Assessment: Written examination: 2 hours.

Candidates will be required to answer one question from each section.

Section A – One essay question from a choice of two. It‟s worth 30 marks, has an analytical

focus and will require candidates to reach a judgement on a historical issue or problem

Section B – One source based question from a choice of two. It‟s worth 40 marks and will

require students to compare and contrast the provided source material while exploring an

issue of historical debate.

Learning focus

1. Introduction

Basic geography of the USA and outline of its economic development to 1917

Outline of the United States‟ political system

2. The Economy 1917- 29

The impact of the First World War on the USA

New industries: the automobile industry, aviation etc

Credit and consumption: the building boom

Investment and the stock-market

Depressed sectors: agriculture

3. The Reasons for the Boom

The impact of electricity and new technologies

Working practices and Taylorism

Protection: the Tariffs of 1921-22

Low taxation: Andrew Mellon

Herbert Hoover as Secretary of Commerce –government assistance

4. Society during the Boom

Prohibition: origins, benefits and the undesirable consequences

Racial tensions in north and south: the Ku Klux Klan

The end of mass immigration-the 1917, 1921 and 1924 Acts

The Jazz age Radio and Cinema: a revolution in leisure

Unit 4

CW20 Crime and Punishment in Britain, c1830 – 1965

This option concentrates on the influencing changing attitudes to crime and punishment,

and the outcomes of these changed attitudes

Coursework Programme - The taught component and initial research will take place in formal

lessons in the first half term after which the students will move over to a tutorial format

punctuated by modelling and exemplar lessons.

The two questions set will together be no more than 4000 words and are written in the students‟

own time – the deadline being 3rd

week in March 2015.

Content

The impact of industrialisation on the crime rate in the early 19th

century and types of

crime committed.

Changes in policing.

The successes and failures of different forms of prison for men, women and juveniles.

The changing approaches to crime and punishment.

Assessment information

Part A: Students will complete an in-depth enquiry into the short term significance of a key event,

individual, development or movement within the period of study. The enquiry must provide

evidence of students‟ ability to:

Assess the significance of their chosen individual or event in the short term.

Interpret, evaluate, and use sources in their historical context.

Part B: An extended essay where upon students will set their chosen event or individual in a

broader context, exploring the process of change within the wider timeframe.

The enquiry must provide evidence of students‟ ability to:

Assess the significance of the chosen factor or event in the long term by linking the

chosen factor, individual or event with other events and forces for change, within the

period.

How can you help?

Ensure that students keep up to date with their work and do not miss deadlines.

For coursework and the Individual Assignment it is important that the students maintain

independent study over a long period. Please check this.

There should be at least one piece of out of lesson work per week so could you please check

they have recorded and completed the task.

Every two weeks the student should read through their work to review their learning – this is an

opportunity for you to talk to them about what they have done.

Please encourage your son/daughter to read around the topic using textbook and web based

sources.

Help the student to purchase any additional texts they may find useful.

A memory stick is vital – under 1GB is adequate for moving work to and from school.

If invited please ensure your son / daughter comes to the SWOT session to complete work

in a supported environment. Other students are also welcome to these sessions.

As lower down the school it is important that students get an opportunity to explain to parents

what they have done in their history lessons and whether they recognise that they are making

progress. You need to contact the relevant history teacher if they feel they do not understand

the topic or work, OR if they feel that they are not making progress.

ICT AUTUMN 2014 – YEAR 12

Brief Details:

Year 12 students will be studying the Edexcel BTEC National Level 3 certificate in Information Technology. During the year students will complete 3 units:

Unit 1: Communication and Employability Skills for IT

Unit 2: Computer Systems

Unit 8: E-commerce On successful completion of year 12 the BTEC certificate will be achieved and has the same value as an AS qualification. Assessment is done via coursework tasks, students will be set a range of assignments/practical tasks that will be assessed – there is no exam in this course.

Homework

Year 12/13 students will be expected to complete a significant amount of independent

study to achieve their potential.

How you can help

Year 12 and 13 students should be spending a significant amount of time on their

studies. Students often have part-time jobs at this age that can disrupt their studies if

they are taking too much of their time, a careful balance has to be achieved.

ICT AUTUMN 2014 – YEAR 13

Brief Details:

Year 13 students will continue studying the Edexcel BTEC National Level 3 certificate in Information Technology. During the year students will complete 3 units:

Unit 18 – Database Design

Unit 28 – Website Production

Unit 31 – Computer Animation On successful completion of year 13 the BTEC Subsidiary Diploma will be achieved which with the certificate from year 12 combines to have the same value as an A2 qualification. Assessment is done via coursework tasks, students will be set a range of assignments/practical tasks that will be assessed – there is no exam in this course.

Homework

Year 12/13 students will be expected to complete a significant amount of independent

study to achieve their potential.

How you can help

Year 12 and 13 students should be spending a significant amount of time on their

studies. Students often have part-time jobs at this age that can disrupt their studies if

they are taking too much of their time, a careful balance has to be achieved.

MATHS AS AUTUMN 2014 – YEAR 12


Specification: 5361 AS

Topics

Pure Core 1

Algebra

Coordinate Geometry

Differentiation

Integration

Statistics 1:

Numerical Measures

Probability

Binomial distribution

Normal distribution

Estimation

Correlation and regression

Assignments

Each student is issued with a textbook to work from.

Students are set two assignments per week, one from each module.

How you can help

Assignments

Check assignments are completed and ensure that a quiet study area is available for your

son/daughter to work in.

Mymaths.co.uk

Use this excellent interactive website by going through the online lessons; there are fantastic

sections specifically for AS/A2 topics.

Login: Wadham Password: Napier

Moodle

Log on to Wadham Moodle to access revision materials and useful links to maths websites.

Equipment

Make sure your son/daughter has all the correct equipment including a protractor, pair of

compasses and a graphic calculator (available for loan from the library)

MATHS A2 AUTUMN 2014 – YEAR 13


Specification: 6361 A2

Topics

Pure Core 3

Algebra and Functions

Trigonometry

Exponentials and Logarithms

Differentiation

Integration

Numerical Methods

Mechanics 1

Mathematical Modelling

Kinematics in One and Two Dimensions

Statics and Forces

Momentum

Newton‟s Laws of Motion

Connected Particles

Projectiles

Assignments

Each student is issued with a textbook to work from.

Students are set two assignments per week, one from each module.

How you can help

Assignments

Check assignments are completed and ensure that a quiet study area is available for your

son/daughter to work in.

Mymaths.co.uk

Use this excellent interactive website by going through the online lessons; there are fantastic

sections specifically for AS/A2 topics.

Login: Wadham Password: Napier

Moodle

Log on to Wadham Moodle to access revision materials and useful links to Maths websites.

Equipment

Make sure your son/daughter has all the correct equipment including a protractor, pair of

compasses and a graphic calculator (available for loan from the library)

PHOTOGRAPHY AUTUMN 2014 – YEAR 12

Students are given broad-based starting points for two projects which compromise the Unit 1

coursework portfolio. Themes include „Movement‟ and „Contrasts‟. In addition, they will have an

extended homework on the theme of the „Human Form‟ for the first part of the Autumn term. The

deadline for the completion and submission of the portfolio of work is the 31st

January.

The externally-set assignment (the remaining 50%) commences on the 1st

February and enables

students to explore one theme from given starting points. There is a supervised session of 5 hours

length in which students are required to undertake developmental work; this may culminate in a

final piece following this, if a student so wishes (advisable to ensure the assessment objectives are

fully met).

How you can help




Websites to use:


www.tate.org.uk

www.artchive.com


referenced




PHOTOGRAPHY AUTUMN 2014 – YEAR 13

Students are self-led in terms of selecting themes for their coursework (each unit worth 20% of the

current A2 examination)

There is a practical unit 4 and the option of a further practical unit supported by a 1000 word

essay, or an extended written assignment of 3000 words.

The course culminates in a Controlled Test, which requires students to select from a range of

starting points, to develop a substantial body of work. This is worth 40% of the A2 year (20%

overall)

How you can help




Websites to use:


www.tate.org.uk

www.artchive.com


referenced




PRODUCT DESIGN AS AUTUMN 2014 - YEAR 12

Examination Board: WJEC

Specification: 2111

Design and make task

This project will enable students to develop a quality practical outcome based on sound research,

product analysis and design development.

The design and make task will be based on the process of laminating and students will be

expected to produce a quality outcome and a comprehensive design folio.

The folio will include the following:

Introduction, which will include research into the laminating process and its industrial

application. – 2 sheets

An analysis of a range of products that are on the market leading to a clear understanding of

the task and the requirements which have to be met, to satisfy the needs of the target market. –

5 sheets

Design brief and specification. - 1 or 2 sheets.

Generating and developing ideas. - 4 – 6 sheets

Detail design including working drawings. - 4 – 6 sheets

Evaluating and decision-making. 2 – sheets.

Planning for making and quality control. 1- sheet.

This project will give students the opportunity to apply knowledge and skills to solve a real

problem. The number of pages is a guide only and is to ensure good coverage of all aspects of the

design folio.

Product Design Exam style questions:

Students will be set a number of written assignments throughout the term looking at the

following:

Design and Innovation

Product Analysis

Materials and Components

Industrial and Commercial Practice

Homework

Students will be provided with a number of written assignments based on the exam topics.

Students are also expected to continue with their design and make tasks outside of contact lesson

time.

How you can help

Parents can help by ensuring students continue with their assignment and design and make tasks

outside of lessons.

Ensure students have the following equipment for their lessons: Pencil, ruler, pencil sharpener,

eraser, pen, colouring pencils, A2 plastic folder to carry project work (available from school shop).

PSYCHOLOGY


Topics

Students will be preparing for the Unit 1 and will cover three topics:

Developmental psychology: Attachment

Cognitive psychology: Memory

Research Methods including quantitative and qualitative research methods, research design

and implementation and data analysis

In January students will begin preparing for the unit 2 and will cover three topics:

Biological psychology: Stress

Social psychology: Social Influence

Individual Differences: Psychopathology

Homework

Homework will be issued on a weekly basis and will take a variety of forms: practising past exam

questions, completing activities, preparing presentations, researching topics, reading and

comprehension tasks, internet-based tasks etc.

How you can help

Ensure that your son or daughter completes all homework and most importantly is „reading

around‟ the topics that we cover. There is a huge range of Psychology textbooks in the library

which allow students to read beyond what we cover in lessons. In addition, we hold copies of

„Psychology Review‟ - an up-to-date magazine designed to stretch A-Level Psychology students in

key areas of the specification. Other books by Richard Dawkins or Oliver Sachs provide a deeper

insight into how the mind works and will both fascinate and challenge our students.

PSYCHOLOGY


Topics

Students will be preparing for the Units 3 and 4 exams and covering the following topics:

Biological rhythms, sleep and dreaming

Gender

Eating behaviours

Schizophrenia

Media Psychology

In addition, students will be working on research methods through running a short experiment.

Homework

Homework will be issued on a weekly basis and will take a variety of forms: practising past exam

essays, completing activities, preparing presentations, researching topics, reading and

comprehension tasks, internet-based tasks etc.

How you can help

Ensure that your son or daughter completes all homework and most importantly is „reading

around‟ the topics that we cover. There is a huge range of Psychology textbooks in the library

which allow students to read beyond what we cover in lessons. In addition, we hold copies of

„Psychology Review‟ - an up-to-date magazine designed to stretch A-Level Psychology students in

key areas of the specification. Other books by Richard Dawkins or Oliver Sachs provide a deeper

insight into how the mind works and will both fascinate and challenge our students. This type of

independent learning is particularly important for students planning on studying Psychology at

University as it demonstrates a passion for, and interest in, the subject.

RELIGION & PHILOSOPHY AS AUTUMN 2014 - YEAR 12

Examination Board: OCR

Specification: H172

Mr Tustin can be contacted by email directly – [email protected]

Students will complete the OCR RS Philosophy & Ethics course, studying Units G571 & G572. This

term they will complete their study of the following topics:

G571 AS Philosophy of Religion:

Plato‟s analogy of the Cave by the following: the prisoners, the shadows, the cave itself, the

outside world, the sun, the journey out of the cave and the return to the prisoners. Students

should also be able to discuss critically the validity of the points being made in this analogy.

The Platonic theory of ‘Forms’: the relation between concepts and phenomena; the concept of

‘Ideals’; what Plato meant by ‘The Form of the Good’; the relation between the Form of the

Good and the other Forms. Students should also be able to describe criticisms of the theory of

Forms, and be able to discuss whether such criticisms are valid.

Aristotle‟s understanding of material, efficient, formal and final cause. They should understand

Aristotle‟s concept of the Prime Mover.

The way the Bible presents God as involved with his creation; the imagery of God as a

craftsman; the concepts of omnipotence, omniscience and omnipresence; the concept of

„creatio ex nihilo‟.

The ways in which the God of the Bible is seen as morally perfect and the source of human

ethics; the concept of God as lawgiver and as judge.

G571 AS Religious Ethics:

Medical Ethics

o IVF and the „right‟ to a child

o Euthanasia

o Genetic Engineering

o Embryo Experimentation

War and conflict

For each area, case studies will be considered and we will discuss how the ethical theories we have

considered respond to these issues

The units will be assessed by two written examinations in June. No coursework is required.

Homework

Students will be expected to regularly read around the topics being studied with prompting.

Essays will be required from students on a fortnightly basis, although this may vary slightly

depending upon the topic. No coursework is required.

How you can help

When they are undertaking research tasks in homework time, try to encourage the students not to

rely to heavily upon one source of information. Try to encourage an active interest in current

affairs issues, particularly those connected to religious, moral, and ethical issues.

mailto:[email protected]

RELIGION & PHILOSOPHY A2 AUTUMN 2014 - YEAR 13


Specification: H572

Mr Tustin can be contacted by email directly – [email protected]

Students will continue to follow the OCR RS Philosophy & Ethics course, studying Units G581 and

G582. The following topics will be covered this term:

In Unit G581 A2 Philosophy of Religion following topic areas:

Distinctions between body and soul, as expressed in the thinking of Plato, Aristotle, John Hick

and Richard Dawkins.

Other concepts of the body/soul distinction.

Different views of life after death: resurrection and reincarnation.

Questions surrounding the nature of disembodied existence.

The relationship between the afterlife and the problem of evil.

In Unit G582 A2 Religious Ethics, focussing on the following topic areas:

Meta Ethics

Free will and determination

Conscience

Virtue

Environmental and Business ethics

Sexual ethics

Homework




How you can help



affairs issues, particularly those connected to religious, moral, and ethical issues.

SCIENCE AS AUTUMN 2014 - YEAR 12


Specification: (H021)

AS Biology

The Aims of the Course

In September 2008 Wadham started the OCR GCE Biology AS qualification - this specification

encourages the students to:

Develop essential knowledge and understanding of concepts of biology, and the skills

needed for the use of these in new and changing situations.

Develop an understanding of scientific methods so students are aware of:

advances in technology, including information technology, relevant to biology.

the value and responsible use of biology in society.

Assessment Objectives

Each assessed unit is made up of a number of modules.

Unit 1 (F211) - assessed by a 1 hour exam in May of Year 12 and contributes to 30% of the AS

grade. It consists of:

Module 1 – Cells

This module includes an understanding of microscopy and its use in the study of cell organelle

structure and function.

Module 2 – Exchange and Transport

Living organisms need to gain substances from the environment and remove wastes to the

environment. This module discusses the processes that allow this to happen.

Unit 2 (F212) - assessed by a 1 hour 45 minute exam in May of Year 12 and contributes 50% of the

AS grade.

Module 1 – Biological Molecules

This module includes as understanding of the chemical structure of carbohydrates, proteins, lipids

and nucleic acids.

Module 2 – Food and health

This module details how micro-organisms can spoil food and cause disease and on the other hand

are used to develop medicines.

Module 3 – Biodiversity and evolution

This module develops fieldwork skills to study biodiversity of species in local habitats. It includes a

broad understanding of classification and how natural selection contributed to evolution.

Unit 3 (F213) - Practical Skills in Biology - students are tested with an internal assessment of 3

tasks carried out under controlled conditions. This counts for 20% of the AS grade.

SCIENCE A2



Specification: 6410

A2 Biology

The Aims of the Course

This A2 Level specification encourages the students to show knowledge and understanding of

facts, principles and concepts of different areas of biology and to make and use connections

between them.

Assessment Objectives

The units completed in Year 12 contribute to 50% of the final grade if the course is followed

through to A2 in Year 13.

The assessed units are:

F214: Communications, Homeostasis and Energy

This module covers

• Communication

• Nerves and Hormones

• Excretion

• Photosynthesis and Respiration

Which is examined as a 1 hour written examination in June and is worth 15% of the final grade

F215: Control, Genomes and Environment

• Cellular Control

• Biotechnology

• Ecosystems and Sustainability

• Responding to the Environment

Which is examined as a 1hour 45 minute examination in June and is worth 25 % of the final grade

F216: Practical skills in Biology 2

• Internal assessment of practical skills

This is assessed throughout the course and is worth 10% of the final grade.

With the components from the AS course making up the rest of the A2 qualification

Homework at KS5

Given the nature of AS and A2 level courses it is expected that students will undertake a certain

amount of individual research and work to further their progress. Consequently the guide to the

amount of time spent working outside of lessons can only be approximate. It is generally

considered that a Sixth Form student should be prepared to spend one hour, working outside of

class, for each hour they have as taught lesson time in each subject area. Some of this time will

need to be spent on set homework, but is expected that the remainder will be spent:

Maintaining organised and detailed written notes.

Background reading of the set textbook and of other relevant texts

Gaining practice, when appropriate, at answering examination questions from past papers.

Homework is meaningfully related to class work and includes:

Researching information and background reading.

The analysis of relevant scientific articles, from newspapers, magazines or the television.

Activities such as designing and building models to explain scientific concepts

The planning and writing up of experiments or coursework.

Answering past examination questions to check understanding,

Revision for the end-of-unit tests and end-of-year examinations.

How you can help

Please:

Take an active interest in the work that your son or daughter is doing.

Many students find the requirement to be self motivated, and self-disciplined, a steep learning

curve so they need to be encouraged to discuss any difficulties they may experience at an early

stage in the course.

Help your son or daughter to organise their work schedule productively so that all work is

completed to their best standard and meets deadlines.

If a computer is available, enable the students to use some of the student-friendly Science

websites (see list below) for revision and research.

Encourage the students to read, listen to, or to watch science-related articles in the “News” and

talk to them about the items covered.

Encourage your son or daughter to ask for help with any area of the work which may be

causing difficulty. The teaching staff will readily be on hand to help with any issues

surrounding homework, class-work and revision.

Useful Websites for use in AS and A2 level Biology

BBC Bitesize Revision www.skoool.co.uk

Revisiontime www.biozone.co.uk www.biologyguide.net

www.topmarks.co.uk (useful as a lead to other appropriate sites)

Doc Brown’s Chemistry site is on www.wpbschoolhouse.btinternet.co.uk

http://www.wpbschoolhouse.btinternet.co.uk/

CHEMISTRY AS


All students will be completing three modules that together make up AS Unit F321 (Atoms, Bonds

and Groups) of the OCR A AS Level course. The three modules are called „Atoms and Reactions‟,

„Electrons, Bonding and Structure‟ and „The Periodic Table‟. Most students will sit an external

exam in June 2015 that covers the work from this unit.

The „Atoms and Reactions‟ module provides candidates with knowledge and understanding of

atomic structure and the chemical ideas that underpin the study of quantitative chemistry:

1) Atoms

atomic structure;

relative masses.

2) Moles and Equations

the mole;

reacting masses and equations.

3) Acids

acids and bases;

salts.

4) Redox

oxidation number;

redox reactions.

The „Electrons, Bonding and Structure‟ module provides candidates with a knowledge and

understanding of chemical ideas that underpin the study of inorganic chemistry:

1) Electron Structure

ionisation energies;

energy levels, shells, sub-shells, orbitals and electron configuration.

2) Bonding and Structure

ionic bonding;

covalent bonding;

the shapes of simple molecules and ions;

electronegativity and polarity;

intermolecular forces.

„The Periodic Table‟ module provides candidates with a knowledge and understanding of chemical

ideas that underpin the study of inorganic chemistry:

1) Periodicity

the Periodic Table;

trends in physical properties.

2) Group 2

redox reactions of Group 2 metals;

Group 2 compounds.

3) Group 7

redox reactions of Group 7 elements;

halide tests.

Students are provided with textbooks designed for the course. They are expected to read these

textbooks out of class to consolidate classwork and for homework.

Homework

Students will be given one homework per week by the two chemistry teachers. This will be used to

consolidate and extend classwork and writing up experiments. They should be spending 1 ½ - 2

hours on each homework assignment.

Coursework

During the term students will be completing practical assessment tasks provided by the OCR exam

board. These have to be completed in school under exam conditions.

How You Can Help

Please encourage students to read their textbooks on a regular basis. They should also be reading

through their notes after each lesson to make sure they understand the work covered. This will be

given to the students via the school VLE called Moodle (http://moodle.wadham.somerset.sch.uk).

The Moodle VLE will also provide links to other resources relevant to the course.

http://moodle.wadham.somerset.sch.uk/

CHEMISTRY A2 AUTUMN 2014 – YEAR 13

All students will be completing three modules that together make up A2 Unit F324 – „Rings,

Polymers and Analysis‟ of the OCR A A2 Level course. The three modules are called „Rings, Acids

and Amines‟, „Polymers and Synthesis‟, and „Analysis‟. Students will sit an external exam in June

2015 that covers the work from this unit.

The „Rings, Acids and Amines‟ module provides candidates with a deeper knowledge and

understanding of how organic chemistry shapes the natural world and how organic chemicals

provide many important materials. This module provides candidates with a knowledge and

understanding of organic chemistry:

1) Arenes

structure of benzene, electrophilic substitution;

phenols.

2) Carbonyl Compounds

reactions and characteristic tests.

3) Carboxylic Acids and Esters

properties;

esters, triglycerides, unsaturated and saturated fats.

4) Amines

basicity and preparation;

azo dyes.

The „Polymers and Synthesis‟ module provides candidates with a knowledge and understanding of

how amino acids are the building blocks of polypeptides and proteins, the preparation of synthetic

condensation polymers and the importance of synthetic organic chemistry.

1) Amino Acids and Chirality

amino acids, proteins and optical isomerism.

2) Polyesters and Polyamides

polymerisation;

hydrolysis of polymers.

3) Synthesis

synthetic routes;

the importance of chirality in pharmaceutical synthesis.

The „Analysis‟ module provides candidates with a deeper knowledge and understanding of modern

analytical techniques for organic chemicals. In addition this module also highlights some of the

analytical techniques encountered in many areas of employment and in everyday life. The material

covered in this module includes the application of some of the important instrumentation

techniques used in organic and forensic analysis.

1) Chromatography

thin-layer and gas chromatography;

GC-MS.

2) Spectroscopy

NMR spectroscopy;

combined techniques.

Students are provided with textbooks designed for the course. They are expected to read these

textbooks out of class to consolidate classwork and for homework.

Homework

Students will be given one homework per week by the two chemistry teachers. This will be used to

consolidate and extend classwork and writing up experiments. They should be spending 1 ½ - 2

hours on each homework assignment.

Coursework

During the term students will be completing practical assessment tasks provided by the OCR exam

board. These have to be completed in school under exam conditions.

How You Can Help

Please encourage students to read their textbooks on a regular basis. They should also be reading

through their notes after each lesson to make sure they understand the work covered. This will be

given to the students via the school VLE called Moodle (http://moodle.wadham.somerset.sch.uk).

The Moodle VLE will also provide links to other resources relevant to the course.

http://moodle.wadham.somerset.sch.uk/

PHYSICS AUTUMN 2014 – YEAR 12


This term will be working through two modules in order to prepare for June Module tests.

Unit 1: Looking at Physics of movement.

This unit will allow you to make predictions about how objects move, how far they go and how

long it will take.

Unit 2: Energy

This unit will be building on the basic ideas of Energy and efficiency and how this can be used for

Car Safety.

Homework

Students will be required to complete 45 minutes independent reading, 45 minutes examination

per lesson

How you can help

Ask the student to explain what they have learnt throughout the course and have a look at the

detailed websites below to help with discussions about the subjects

Websites to help

www.scool.co.uk

www.physicsclassroom.com

Hyperphysics Text Book: http://hyperphysics.phy-astr.gsu.edu/hbase/HFrame.html

http://www.scool.co.uk/

http://www.physicsclassroom.com/

http://hyperphysics.phy-astr.gsu.edu/hbase/HFrame.html

PHYSICS AUTUMN 2014 – YEAR 13


Students will complete one piece of coursework investigating the relationship between the time it

takes and spring to oscillate and how that is affected by the springs’ stiffness.

All students are now working to complete module 4 for the June exams. This includes work on

oscillations, simple harmonic motion and resonance. In addition to this students are looking into

the fundamental building block of matter and Newton’s Laws of Motion

Homework

Students will be required to complete 45 minutes independent reading, 45 minutes examination

per lesson

How you can help

Ask the student to explain what they have learnt throughout the course and have a look at the

detailed websites below to help with discussions about the subjects

Websites to help

www.scool.co.uk

www.physicsclassroom.com

Hyperphysics Text Book: http://hyperphysics.phy-astr.gsu.edu/hbase/HFrame.html

http://www.scool.co.uk/

http://www.physicsclassroom.com/

http://hyperphysics.phy-astr.gsu.edu/hbase/HFrame.html

SOCIOLOGY AS AUTUMN 2014 - YEAR 12


Specification: 1191

Students will follow the AQA AS Sociology course. Module SCLY1 – Families & Households

The relationship of the family to the social structure and social change, with particular

reference to the economy and to state policies.

The nature and extent of changes within the family, with reference to gender roles, domestic

labour and power relationships and the nature of childhood, and changes in the status of

children in the family and society.

The changing patterns of marriage, cohabitation, separation, divorce, child-bearing and the

lifecourse, and the diversity of contemporary family and household structures.

Demographic trends in the UK since 1900; reasons for changes in birth rates, death rates and

family size.

Students will also study Module SCLY2 – Health with Research Methods, looking at:

What is meant by health and illness

Inequalities in health

Demand and supply of health care

Research methods used by sociologists

Different perspectives and approaches to sociology.

Homework




How you can help



affairs issues, particularly those connected to social policy, health, education, and law and order.

SOCIOLOGY A2 AUTUMN 2014 - YEAR 13


Specification: 2191

Students will continue to follow the AQA A2 Sociology course by studying Module SCLY3 – Beliefs

in Society; SCLY4 – Crime and Deviance and Theory and Research Methods.

Homework




How you can help



affairs issues, particularly those connected to social policy, health, education, and law and order.

BTEC CERTIFICATE IN SPORT


Unit 1 - Anatomy and Physiology of Sport. This unit looks at the structure of muscles, bones, the heart, lungs and circulatory system and

their roles within sport. Unit 2 - Physiology of Fitness. This unit looks in detail at the effects of exercise on the body. Unit 3 - Assessing Risks in Sport. This unit looks at health and safety legislation that affects all sporting activities and facilities and

how Risk Assessments are performed. Unit 7 - Fitness Testing in Sport. This unit looks at the methods used to assess fitness in sport

and involves your son/daughter applying some of these tests to a chosen client.

Homework The assessment for this course is 100% coursework. Students have been given a provisional

timetable showing deadlines for assignments in all units. Students will be expected to research

and write assignments on a weekly basis. Work will be covered both in and out of lessons

How you can help Students have been given a handbook specific to the course they are undertaking. It would be

helpful if you could read this and provide assistance to your son/daughter especially when

coursework is due. Effective time management and creating short term targets are sometimes the

main areas that students have problems with.

BTEC SUBSIDUARY DIPLOMA IN SPORT AUTUMN 2014 - YEAR 13

Unit 4 – Fitness training and programming

This unit is a development from the Fitness Testing unit last year. Your son/daughter will assess a

client and then devise a training and fitness programme for this client. It will involve the

development of questionnaires, target setting and reviewing the programme on completion by

their client.

Unit 12 – Leadership in Sport.

This unit involves your son/daughter considering leadership skills and students will spend some

time working with younger students developing these skills.

Unit 9 – Practical Individual Sport

This unit is both practical and theoretical. Students will use a range of skills, techniques and

strategies in two individual sports, they will also learn about the relevant rules and regulations.

Assessing their own and others performance will make up the remainder of the course.

Homework

The assessment for this award is 100% coursework. Students have been given a provisional

timetable showing deadlines for assignments in all units. Students will be expected to research

and write assignments on a weekly basis.

How you can help

Students have been given a handbook last year specific to the course they are undertaking. It

would be helpful if you could read this and provide assistance to your son/daughter especially

when coursework is due. Effective time management and planning short term goals are sometimes

the main areas that students have problems with.

PERFORMING ARTS AUTUMN 2014 - YEAR 12

Unit G380: Investigating performing arts organisations

Types of arts organisations and the range of „products‟ produced

Job roles within performing arts organisations

Investigating a specific role within an organisation

Unit G381: Professional practice: skills development

Production of a plan for skills development

Identification and rehearsal of appropriate technical operations or pieces from existing repertoire.

Participation in the presentation of a performance to an audience.

Homework

Research techniques and vocabulary associated with the skill(s) you have chosen

Attend at least two live theatre, concert, gig, dance and recording sessions

Explore different venues physically and through the internet

Converse with professionals about; health and safety, audience needs and venue

requirements and production costs.

Keep a detailed log book of your skills progress including: photos, CDs and videos

Learn to use Prezi presentation software on line.

Music technology – research and practise using the Cubase programme, microphone

placement and setting up PA‟s for various performance.

Musicians – practise your instrument, scales and techniques including posture and correct

breathing.

Listen to radio plays (found on Radio 4 iplayer)

You will produce a skills development

Appropriate evidence of three pieces of work

A commentary on how these examples show your skills development and an observation

report on how these examples show your skills development by an appropriately skilled

observer.

Practice for three performances/productions

How you can help

Students have been given a handbook specific to the course they are undertaking. It would be



main areas that students are challenged by.

PERFORMING ARTS AUTUMN 2014 - YEAR 13

Unit G384: Getting Work

Students need to place themselves and their chosen vocation into a replication of a working

professional context. This means that in most cases they will project themselves forward to a time

when they actually need to make a living from their chosen vocation and to put themselves in a

place that is occupied by an increasing amount of portfolio workers in the arts.

This is assessed through a;

A Self-promotion pack: A list of examples of inclusions is given here which is a general guide.

More specific lists are given below.

A plan or more specifically an outline of the range of work considered possible during the first

year as a professional. This should include evidence of interview with professionals. There should

be 50% freelance and 50% contracted work.

A written analysis of the plan and pack (SWOT) including a strategy for future professional

development.

Unit G385: Exploring repertoire

Performance and production candidates will work together to produce two contrasting pieces of

practical work, one contemporary and one historical piece. It is vital that appropriate and focussed

research (not simply looking on the internet) is undertaken to gain confidence and understanding

in the realisation of repertoire.

Homework

Research techniques and vocabulary associated with the skill(s) you have chosen

Attend at least two live theatre, concert, gig, dance and recording sessions

Explore different venues physically and through the internet

Converse with professionals about contracted and freelance work

Keep a detailed log book of your skills progress including: photos, CDs and videos

Music technology – research and practise using the Cubase programme, microphone

placement and setting up PA‟s for various performances.

Musicians – practise your instrument, scales and techniques including posture and correct

breathing.

Practice effectively and thoroughly for performances

How you can help

Students have been given a handbook specific to the course they are undertaking. It would be



main areas that students are challenged by.

year 12 applied business as - slp5.somerset.org.uk · curriculum booklet autumn 2014 . applied...

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